a focus on the three big ideas of a plc at the early...
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A Focus on the Three Big Ideas of a PLC at the Early Elementary Level
Barb Cirigliano
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PLC: A Focus on the Three Big Ideas at the Early Elementary Level
Kildeer Countryside School District 96 Buffalo Grove, Illinois
Barb Cirigliano [email protected]
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Today’s Targets
Big Idea 1: Focus on Learning
Do we share a common purpose?
Big Idea 2: Collaborative Culture
Highly effective teams
Big Idea 3: Results Orientation
Using assessments to make a difference
Handout
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PLC Defined
“A PLC is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.”
—DuFour, DuFour, Eaker & Many, 2010, p. 111
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Implementation of PLCs
“The reason professional learning communities increase student learning is that they produce more good teaching by more teachers more of the time. Put simply, PLCs improve teaching, which improves student results, especially for the least advantaged students.”
—Saphier, 2005, p. 23
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Key Concepts of a PLC
Focus on Student Learning
Collaborative Culture
Results Orientation
Focus on Student Learning
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Key Concepts of a PLC
Focus on Student Learning
Collaborative Culture
Results Orientation
Focus on Student Learning
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District Average: Reading, Math, and Science
District AVERAGE Score 1999-2010(Average through 2009)
91.1
89.4
87.688.6
85.0
86.0
90.3
91.7
95.8
96.595.6
96.0
96.3
75
80
85
90
95
100
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Pe
rce
nt
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Overall Reading ISAT District READING Scores 1999-2010
(Average through 2009)
95.5
94.7
95.094.7
93.7
87.787.7
86.0
84.7
87.3
85.3
87.7
89.5
75
80
85
90
95
100
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Perc
en
t
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Overall Math
ISAT District MATH Scores 1999-2010(Average through 2009)
92.2
97.3
97.5
90.7
88.089.0
84.386.0
92.3 93.3
97.5 97.8 97.2
75
80
85
90
95
100
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Perc
en
t
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IEP Reading
District ISAT and IEP READING Scores 2001-2010(Average through 2009)
95.594.795.094.793.7
87.787.787.785.387.3
89.5
81.779.179.5
77.4
72.7
60.060.6
62.362.964.5
50
55
60
65
70
75
80
85
90
95
100
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
ISA
T S
co
re
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IEP Math
District ISAT and IEP MATH Scores 2001-2010(Average through 2009)
97.397.597.297.897.593.392.3
90.788.089.092.2
88.690.4
81.0
64.3 66.067.3
71.7
86.1 87.3 87.6
50
55
60
65
70
75
80
85
90
95
100
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
ISA
T S
co
re
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Can We All Agree?
We must focus on making sure that children learn.
No one person can meet the needs of every single child.
Hoping children learn is not a strategy that’s good enough.
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One Critical Purpose
We make learning rather than teaching the fundamental purpose of our schools.
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“The very essence of a professional learning community is a focus on and a commitment to the learning of each student.”
—DuFour, DuFour, Eaker & Many, 2010, p. 23
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Shifts in Fundamental Purpose
From a focus on teaching
From emphasis on what was taught
From a coverage of content
To a focus on learning
To a fixation on what students learned
To demonstration of proficiency
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Shift in the Work of Teachers and in School Culture
From private practice
From these are my kids, those are your kids
From each teacher assigning priority to different learning standards
To open sharing of practice
To these are our kids
To collaborative teams establishing the priority of standards
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One Critical Purpose
By making learning rather than teaching the fundamental purpose of our schools, we ensure that each child can and will reach his or her maximum potential.
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Until it’s been learned, it hasn’t been taught.
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Identify a current practice in your system that points to a focus on teaching rather than on learning. Identify evidence of a focus on learning.
Put Your Heads Together Group Talk
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Key Concepts of a PLC
Focus on Student Learning
Collaborative Culture
Results Orientation
Focus on Student Learning
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Key Concepts of a PLC
Focus on Student Learning
Collaborative Culture
Results Orientation
Focus on Student Learning
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Collaboration Defined
“A systematic process in which [we] work together, interdependently, to analyze and impact … professional practice in order to improve individual and collective results.”
—DuFour, DuFour, Eaker & Many, 2010, p. 120
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Rick DuFour Groups Versus Teams
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Focus on Student Learning
“Interdependence is what organizations are about. Productivity, performance, and innovation result from joint action, not just individual efforts and behavior.”
—Pfeffer & Sutton, 2000
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The Power of Collaboration
Teacher collaboration in strong PLCs:
Improves the quality and equity of student learning
Promotes discussions that are grounded in evidence and analysis rather than opinion
Fosters collective responsibility for student success
(McLaughlin & Talbert, 2006)
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From the Researchers
“There is broad, even remarkable, concurrence among members of the research community on the effects of carefully structured learning teams on the improvement of instruction.”
—Schmoker, 2004, p. 430
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The Focus of Collaboration
“Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things they may end up being powerfully wrong.”
—Fullan, 2007, p. 67
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What Are the Right Things?
Clarify essential outcomes by grade or course.
Establish targets and benchmarks.
Develop common assessments.
Analyze results.
Plan for instruction and improvement strategies.
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Collaborative Teams
Therefore, collaborative teams’ conversations center on certain critical questions.
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The Four Critical Questions
What do students need to know and be able to do?
How will we know when they have learned it?
What will we do when they have not learned it?
What will we do when they already know it?
Handout
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“The fact that teachers collaborate will do nothing to improve a school…. The purpose of collaboration … can only be accomplished if the professionals engaged in collaboration are focused on the right work.”
—DuFour, DuFour, Eaker, & Many, 2010, p. 119
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Keys to Effective Teams
Collaboration is embedded into routine practices.
Time for collaboration is built into school day and school calendar.
Teams focus on key questions.
Products of collaboration are made explicit.
Team norms guide collaboration.
Teams pursue specific and measurable performance goals.
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Tools for Teams
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Team Tools That Support Collaboration in a PLC
Teams agree to norms.
Agendas are outcome driven.
Teams build shared knowledge and reach consensus.
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The standards of behaviors by which we agree to operate while we are in this group.
Norms Help Establish Trust
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Norms …
Clarify expectations.
Promote open dialogue.
Serve as a powerful tool for holding members accountable.
(Lencioni, 2005)
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Revisit norms often.
Use norms to monitor and manage behavior.
Norms …
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Willow Grove Norms 2010–2011
1. Come prepared to meetings that begin and end on time.
2. Listen and speak with respect, attentiveness, and an open mind.
3. Respect all conversations and understand what needs to be kept confidential.
4. Use decision-making processes that are appropriate to the issue and keep the best interests of the students in mind.
5. It is each member’s responsibility to actively participate.
6. It is the expectation that all will focus on the task at hand and all will be held accountable.
Handout
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Norms Violations
What will we do when someone violates a norm?
You may need a norm checker!
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Creating Norms
1. Take five minutes to brainstorm specific things you need to be successful when working with a team.
2. Record each idea on a separate Post-It™.
3. Share your ideas with your group.
4. Create group categories (save Post-Its™ to record later).
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Team Tools That Support Collaboration in a PLC
Teams agree to norms.
Agendas are outcome driven.
Teams build shared knowledge and reach consensus.
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Group Name: Date:_______________ Time_________________ Location:______________________ Meeting Purpose: Meeting Nonpurpose:
Item
Goal
*I/D/A Facilitator
Time
Desired Outcome Desired
Outcome Desired
Outcome
(Adapted from original work by Delehant, 2007)
MEETING AGENDA
Tasks, Decisions, Outcomes
Agenda Template
Handout
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Group Name: Date:_______________ Time_________________ Location:______________________ Meeting Purpose: Meeting Nonpurpose:
Item
Goal
*I/D/A Facilitator
Time
Desired Outcome Desired
Outcome Desired
Outcome
MEETING AGENDA
Tasks, Decisions, Outcomes
Agenda Template
(Adapted from original work by Delehant, 2007)
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Group Name: Date:_______________ Time_________________ Location:______________________ Meeting Purpose: Meeting Nonpurpose:
Item
Goal
*I/D/A Facilitator
Time
Desired Outcome Desired
Outcome Desired
Outcome
MEETING AGENDA
Tasks, Decisions, Outcomes
Agenda Template
(Adapted from original work by Delehant, 2007)
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Group Name: Date:_______________ Time_________________ Location:______________________ Meeting Purpose: Meeting Nonpurpose:
Item
Goal
*I/D/A Facilitator
Time
Desired Outcome Desired
Outcome Desired
Outcome
MEETING AGENDA
Tasks, Decisions, Outcomes
Agenda Template
(Adapted from original work by Delehant, 2007)
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Group Name: Date:_______________ Time_________________ Location:______________________ Meeting Purpose: Meeting Nonpurpose:
Item
Goal
*I/D/A Facilitator
Time
Desired Outcome Desired
Outcome Desired
Outcome
MEETING AGENDA
Tasks, Decisions, Outcomes
Agenda Template
(Adapted from original work by Delehant, 2007)
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Group Name: Date:_______________ Time_________________ Location:______________________ Meeting Purpose: Meeting Nonpurpose:
Item
Goal
*I/D/A Facilitator
Time
Desired Outcome Desired
Outcome Desired
Outcome
MEETING AGENDA
Tasks, Decisions, Outcomes
Agenda Template
(Adapted from original work by Delehant, 2007)
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Group Name: Date:_______________ Time_________________ Location:______________________ Meeting Purpose: Meeting Nonpurpose:
Item
Goal
*I/D/A Facilitator
Time
Desired Outcome Desired
Outcome Desired
Outcome
MEETING AGENDA Agenda Template
(Adapted from original work by Delehant, 2007)
Tasks, Decisions, Outcomes
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Group Name: Date:_______________ Time_________________ Location:______________________ Meeting Purpose: Meeting Nonpurpose:
Item
Goal
*I/D/A Facilitator
Time
Desired Outcome Desired
Outcome Desired
Outcome
MEETING AGENDA
Tasks, Decisions, Outcomes
Agenda Template
(Adapted from original work by Delehant, 2007)
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Group Name: Date:_______________ Time_________________ Location:______________________ Meeting Purpose: Meeting Nonpurpose:
Item
Goal
*I/D/A Facilitator
Time
Desired Outcome Desired
Outcome Desired
Outcome
MEETING AGENDA
Tasks, Decisions, Outcomes
Agenda Template
(Adapted from original work by Delehant, 2007)
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Three Important Roles to Establish
Role Qualities
Timekeeper
Recorder or minutes taker
Scribe
Attend to the meeting and time. Tactfully work with the group to resolve
time issues when discussions exceed the allotted time.
Attend to the meeting and record minutes.
Summarize major ideas without identifying every detail.
Communicate with speaker (e.g., “Did I capture what you meant?”).
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Put Your Heads Together Table Talk
List two things you could do to take the next step toward embedding a collaborative culture in your school and on your team.
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Key Concepts of a PLC
Focus on Student Learning
Collaborative Culture
Results Orientation
Focus on Student Learning
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Key Concepts of a PLC
Focus on Student Learning
Collaborative Culture
Results Orientation
Focus on Student Learning
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Teams are committed to achieving desired results.
They are hungry for evidence that their efforts are producing the intended outcomes.
PLCs Have a Results Orientation
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“Research consistently shows that regular, high-quality formative assessments increase student achievement.”
—Black & William, 1998
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From “Measuring” to “Diagnosing” …
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From Measuring to Diagnosing …
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Rules of Data
1. Easily accessible
Improve accessibility of data.
2. Purposefully arranged
Data are presented in a complete, accurate, and straight-forward manner.
3. Publicly discussed
Teachers benefit from the collective wisdom of their team.
Sharpen their pedagogy and deepen their content knowledge.
Handout
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How Would You Measure …
We can measure things that impact student achievement beyond just test scores, especially at the early elementary level.
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Common Formative Assessment Students are asked periodically to participate in assessments that are:
1. Common at each grade level at each building
2. Linked to power standards or targets
3. Used to guide instruction
4. Used to initiate interventions
5. Used to measure, monitor, and report student progress
6. Created by teams of teachers through a collaborative process
Common Assessments … More Formative
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Daily Classroom Assessment Ticket out the door (exit slips)
Numbered heads together
Think, pair, share
Conferencing with students
Checklists
Slate assessment
Use of clicker system
Classroom Assessments … Most Formative
Naomi’s Progress
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Naomi’s Writing
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Naomi’s Writing
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How would you measure? Remember we can measure things that impact student achievement beyond just “test scores.”
Create a list.
Put Your Heads Together Group Talk
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Key Concepts of a PLC
Focus on Student Learning
Collaborative Culture
Results Orientation
Focus on Student Learning
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“What we know today does not make yesterday wrong; it makes tomorrow better.”
—Carol Commodore
Thank You!
Barb Cirigliano
To schedule professional development at your site, contact Solution Tree
at 800.733.6786.
Solution Tree
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Professional Learning Communities at Work™: Best Practices for Enhancing Student Achievement
DuFour and Eaker (1998, pp. xi–xii) introduce Professional Learning Communities at Work™ by noting that “careful examination and constant probing of context and detail” are key aspects:
Each word of the phrase “professional learning community” has been chosen purposefully. A professional is someone with expertise in a specialized field, an individual who has not only pursued advanced training to enter the field, but who is also expected to remain current in its evolving knowledge base. The knowledge base of education has expanded dramatically in the past quarter century, both in terms of research and in terms of the articulation of recommended standards for the profession. Although many school personnel are unaware of or are inattentive to emerging research and standards, educators in a professional learning community make these findings the basis of their collaborative investigation of how they can better achieve their goals.
Learning suggests ongoing action and perpetual curiosity. In Chinese, the term learning is represented by two characters: The first means to study, and the second means to practice constantly. Many schools operate as though their personnel know everything they will ever need to know the day they enter the profession. The school that operates as a professional learning community recognizes that its members must engage in the ongoing study and constant practice that characterize an organization committed to continuous improvement.
Much has been written about learning organizations, but we prefer the term community. An organization has been defined both as an “administrative and functional structure” (Webster’s Dictionary) and as “a systematic arrangement for a definite purpose” (Oxford Dictionary).
In each case, the emphasis is on structure and efficiency. In contrast, however, the term community suggests a group linked by common interests. As Corrine McLaughlin and Gordon Davidson (1994) write:
Community means different things to different people. To some it is a safe haven where survival is assured through mutual cooperation. To others, it is a place of emotional support, with deep sharing and bonding with close friends. Some see community as an intense crucible for personal growth. For others, it is simply a place to pioneer their dreams.
In a professional learning community, all of these characteristics are evident. Educators create an environment that fosters mutual cooperation, emotional support, and personal growth as they work together to achieve what they cannot accomplish alone.
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Three Big Ideas That Drive the Work of a PLC DuFour, DuFour, Eaker, and Many (2010, p. 14) note, “The essence of the PLC process is captured in three big ideas”:
1. The purpose of our school is to ensure all students learn at high levels.
2. Helping all students learn requires a collaborative and
collective effort. 3. To assess our effectiveness in helping all students learn, we
must focus on results—evidence of student learning results—and use the results to inform and improve our professional practice and respond to students who need intervention or enrichment.
Notes
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The Key Questions DuFour, DuFour, Eaker, and Many (2010, p. 119) describe the four critical questions of a PLC:
1. What is it we want our students to learn? 2. How will we know if each student has learned it?
3. How will we respond when some students do not learn it? 4. How can we extend and enrich the learning for students who
have demonstrated proficiency?
Notes
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Willow Grove Kindergarten and Early Childhood Norms
1. Come prepared to meetings that begin and end
on time.
2. Listen and speak with respect, attentiveness, and an open mind.
3. Respect all conversations and understand what needs to be kept
confidential.
4. Use decision-making processes that are appropriate to the issue, and keep the best interests of the students in mind.
5. It is each member’s responsibility to actively participate.
6. It is the expectation that all will focus on the task at hand and all will
be held accountable.
Notes
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Three Rules of Data Easy Access
• It is timely. • It is the most efficient way to get data to teachers. • It has a turn-around time of less than 48 hours.
Purposeful Arrangement • Data are organized in a format that is complete, accurate, and
straight-forward. • They are organized in a simple—not simplistic—way. • Format is conducive to discussion.
Public Discussion • Teacher teams engage in public discussions of data. • They are used to make decisions and adjust instruction.
(Many, 2009)
Notes
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References and Resources Black, P., & Wiliam, D. (1998, March). Assessment and classroom learning.
Assessment in Education: Principles, Policy and Practice, 5(1), 7–73. Delehant, A. M. (2007). Making meetings work: How to get started, get going, and
get it done. Thousand Oaks, CA: Corwin Press. DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A
handbook for professional learning communities at work (2nd ed.). Bloomington, IN: Solution Tree Press.
DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best
practices for enhancing student achievement. Bloomington, IN: Solution Tree Press.
Fullan, M. (2007). Leading in a culture of change. San Francisco, CA: Jossey-Bass. Jolly, A. (2008). Team to teach: A facilitator’s guide to professional learning teams.
Oxford, OH: National Staff Development Council. Lencioni, P. (2005). Overcoming the five dysfunctions of a team: A field guide for
leaders, managers, and facilitators. San Francisco, CA: Jossey-Bass. Many, T., (2009, March/April). Three rules help manage assessment data. TEPSA
News, 66(2), 7–8. McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning
communities: Professional strategies to improve student achievement. New York, NY: Teachers College Press.
Pfeffer, J., & Sutton, R. I. (2000). The knowing-doing gap: How smart companies
turn knowledge into action. Boston, MA: Harvard Business School Publishing. Saphier, J. (2005). John Adams’ promise: How to have good schools for all our
children, not just for some. Acton, MA: Research for Better Teaching. Schmoker, M. (2004). Tipping point: From feckless reform to substantive
instructional improvement. Phi Delta Kappan, 85(6), 424–432. Turner, D., & Greco, T. (1999). The personality compass: A new way to understand
people. New York, NY: Barnes & Noble Books. Waterman, R. H., Jr. (1987). The renewal factor: How the best get and keep the
competitive edge. New York, NY: Bantam.
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